Talking to Kids About Food
Kids need time and practice to become good eaters. Use supportive
words to help kids explore food and to make learning feel more comfortable.
Language to try
üHow does this taste—sweet or sour? How
does it sound?
üYes, these peas are crunchy!
üThis is asparagus. It tastes a bit like
broccoli.
üI made the broccoli with lemon juice and a
little butter. See what you think.
Language to avoid
ûûHow do you know you don’t like them if
you haven’t even tried them?
ûûTry it - you’ll like it.
ûûTake at least one bite for me.
ûûYou have to take one more bite before you
can leave the table.
ûûIf you eat that, we can go to the park.
üIf you try it and don’t want to swallow, ask
me for a tissue so you can politely spit into it.
ûûIf you finish your peas, you can have cake.
üI put mushrooms in the sauce. If you don’t
want to eat them, you can pick them out.
ûûLook at Jenny. She ate all her fish.
üWould you like more?
ûûSee, that didn’t taste so bad, did it?
üIs your tummy telling you that you are full?
ûûYou never like anything.
Language that helps kids:
• provides information about the
food
• makes learning feel safe
• helps kids make decisions
• supports pleasant family meals
ûûI wish you were a good eater like Michael.
ûûGood boy! You finished all your berries.
Language to avoid:
• can feel pushy
• might involve bribes
• could make kids feel badly
• might suggest that kids have to eat
a certain way to earn your approval
I hate this food. I don’t want
it.
You don’t need to eat it if you
don’t want it. Just say “no,
thank you.” It’s not okay to
make a fuss about the food I
have cooked. There is bread
on the table and [list other
foods]. You can choose from
what is here.
Helpful Food
I don’t want them either. I
want Kraft™ dinner.
We haven’t had Kraft™ dinner
for a long time. That sounds
like a good idea for lunch some
other time this week. What’s
here is what I made for lunch
today.
Half an hour after supper:
I’m hungry! Can I have a
sandwich?
No. We just finished supper,
and snack time isn’t for another
hour.
But I’m HUNGRY!
I know you’re hungry. Snack
time will be in an hour. In the
meantime, you can help me
with the dishes (or play with
your trucks, or…)
Next day at supper, when child asks to leave
the table:
Remember yesterday how
hard it was to wait until snack
time? Are you sure you have
had enough to eat?
Adults decide
what foods to offer,
and when and where to
serve meals and snacks.
Conversations
Yuck. I thought we were
having REAL French fries.
These look gross.
These potato fries are different
looking, aren’t they? I made
them fresh from real potatoes,
and baked them in the oven.
See what you think.
Hmmpff. (crosses arms,
won’t eat)
To other child at table:
Jake, what did you do at the
park today?
Right away, take focus away from the food
and the complaining child so that they are not
rewarded with attention. Child will likely join
the conversation, relax and start to eat.
Snack time is soon. We have
carrots with yogurt dip, or
cheese and crackers.
I don’t want a snack.
Okay, but we’re not having
supper for another 2½ hours.
That’s a long time, so I’m going
to have a snack. Come and sit
with me while I eat.
Put plate in center of table so child can
share if they want.
Kids decide
how much to eat, and
which foods to choose
from what is provided.
Snack time is soon. Would you
like fish and crackers, or yogurt
with berries?
I want crackers and peanut
butter!!
That sounds good for
tomorrow's snack. but today
the choices are fish and
crackers, or yogurt with berries.
To speak with a Registered Dietitian at Health Link BC, call 811
the northern way of caring
10-421-6053 (IND 02/15)
northernhealth.ca
#healthynorth
Adapted, with permission, from “The Feeding Relationship,” Interior Health, 2005
Developed by Population Health Registered Dietitians.